Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCSAC001, 'Support children to participate in school age care'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support children to participate in school age care' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Identify the support needs of children in school age care | 1.1 Evaluate specific support needs of the child and match to any existing experiences in the program 1.2 Use appropriate communication techniques to engage children and to identify specific needs 1.3 Consult with supervisor or other staff about particular needs of children including cultural needs, abilities, and developmental and behavioural needs 1.4 Clarify individual children’s support and guidance needs with the child, family, supervisor and other staff prior to working with child 1.5 Recognise and support sibling relationships where appropriate |
2. Implement appropriate support and guidance strategies | 2.1 Implement strategies to ensure inclusion of children from diverse backgrounds and children with additional needs 2.2 Follow appropriate procedures to minimise effects of aggressive or abusive behaviour in children 2.3 Use age-appropriate approaches and communication to enable children to express their need for support in a range of ways 2.4 Access support from supervisor as required to optimise the child’s participation in school age care |
3. Determine effectiveness of individual support provided | 3.1 Design and implement appropriate processes for the evaluation and review of individual child support needs 3.2 Ensure support provided reflects organisational procedures, industry standards and respect for the child as an individual 3.3 Regularly consult with supervisor, other staff and family to review effectiveness of support provided in school age care |
4. Monitor and adjust support strategies to include review outcomes | 4.1 Regularly review information and support provided to children to assess continuing relevance and effectiveness 4.2 Attend meetings with other staff as appropriate to identify and evaluate school age care service 4.3 Identify and discuss problems experienced in providing support to children and develop alternative strategies in collaboration with supervisor, other staff and family 4.4 Make adjustments and implement alternative support strategies as a result of the review process |